The integration of technological tools into mathematics courses: A Systematic Literature Review
Higher education students, particularly at community colleges, often view core mathematics courses, such as College Algebra, Precalculus, and Statistics, as unrelated to their degree plans and career goals, leading to decreased motivation and engagement. This systematic literature review explores the integration of technology in mathematics education as a potential solution to this issue, focusing on tools, such as programming languages, Computational Thinking (CT) platforms, and interactive applications. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we analyzed literature sourced from international academic databases, encompassing studies published between 2013 and 2024. Our findings reveal that technological tools can bridge the gap between abstract mathematical concepts and real-world applications, enhancing student motivation, engagement, and performance. Specifically, programming languages like Python and R, as well as CT platforms, such as Scratch, promote critical thinking and problem-solving skills, making mathematics more accessible and relevant. Data analysis tools such as RStudio, not only boost engagement but also provide students with hands-on experience that aligns with workforce demands. However, long-term studies on the durability of these skills are limited, and time constraints within standard curricula remain a challenge for broader implementation. Future research should employ longitudinal designs to better understand the lasting impact of technology-enhanced learning on students' academic and career trajectories. Additionally, investing in faculty development and aligning technology tools with course-specific needs will be essential for sustainable, impactful integration. These strategic efforts can enhance mathematics education, making it more relevant and supportive of diverse student goals and professional success.
International Journal of Science and Mathematics Education - Springer
(Under Review)